Department for Education

Questions from the Department for Education:

81-100 of 147 results
Every child achieving and thriving: Enrichment activities and childcare for school- aged children • What opportunities do children have at present for enrichment activities (including opportunities for play, especially outdoor play, breaks, and engagement with nature) and how does this vary by place, family, and personal characteristics? What are the barriers to take-up? Department for Education, 2025
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Every child achieving and thriving: Enrichment activities and childcare for school- aged children How do we ensure access to rich and engaging opportunities in and outside of pre-school and school settings, particularly for disadvantaged children? Which are the most cost-effective in helping children to achieve and thrive? Department for Education, 2025
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Every child achieving and thriving: Enrichment activities and childcare for school- aged children • What enrichment activities (such as arts, cultural and sports activities) are available through childcare for school aged children? How and why does this vary (e.g. by place and age group) and how can we boost these opportunities for those most need them? Department for Education, 2025
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Every child achieving and thriving: Enrichment activities and childcare for school- aged children • How can childcare for school aged children better support disadvantaged children and children with SEND? Department for Education, 2025
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Every child achieving and thriving: Enrichment activities and childcare for school- aged children • What models of [school-aged childcare] provision (e.g. breakfast clubs, after school clubs, homework clubs and holiday provision) are most effective (for whom, when, where and why)? Department for Education, 2025
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Every child achieving and thriving: Enrichment activities and childcare for school- aged children How can childcare for school-aged children best contribute to children’s health, socio-emotional and educational outcomes? Department for Education, 2025
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Every child achieving and thriving: School belonging, motivation, and engagement • How effective are trauma and resilience theory informed inputs for staff? Can teacher training about brain development, the stress response, co-regulation strategies and how to teach self-regulation improve student's behaviour in class and help children achieve and thrive? Department for Education, 2025
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Every child achieving and thriving: School belonging, motivation, and engagement • How can staff best be supported in dealing with challenging behaviour, in ways that reliably reduce disruption to peers, improve pupil wellbeing, behaviour and attainment, and aid staff retention? Department for Education, 2025
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Every child achieving and thriving: School belonging, motivation, and engagement "• What are the most cost-effective school and classroom practices to help children develop positive relationships and pro-social behaviour at school and increase school attendance – especially for those children with challenging behaviour? How do these vary for different groups (and for those students with SEND, for different types of need)? " Department for Education, 2025
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Every child achieving and thriving: School belonging, motivation, and engagement • What works to support transitions (including to primary school, to secondary school, within secondary e.g. from year 7 to year 8) for different groups, including children with SEND (including transitioning between different types of settings)? (See also 'Every child achieving and thriving’). Department for Education, 2025
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Every child achieving and thriving: School belonging, motivation, and engagement • What drives differences in school belonging, motivation, and engagement between primary and secondary? Department for Education, 2025
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Every child achieving and thriving: School belonging, motivation, and engagement What are cost-effective approaches to promote a sense of safety and school belonging, and ensure attendance and positive behaviour in school, enabling children to be motivated and engaged? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing • What works best in mitigating the adverse impacts of serious or prolonged ill-health (including long-covid) on educational achievement? What educational support is offered to children who have serious or long-term ill-health and how effective is that support? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing • How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can they effectively measure the impact of these approaches? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing • How can the culture, leadership, and teaching in our educational institutions promote health, wellbeing, and attainment goals? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing • What contribution can education make to the resilience of the nation’s future workforce (for example, by reducing absence caused by ill health)? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing • What impact do educational settings and practices have on longer-term health (including dental health)? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing How do improved mental and physical health and wellbeing support improved behaviour, attendance, and attainment, and what works best to improve health and wellbeing across our sectors? Department for Education, 2025
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Every child achieving and thriving: Mental and physical health and wellbeing How do improved mental and physical health and wellbeing support improved behaviour, attendance, and attainment, and what works best to improve health and wellbeing across our sectors? Department for Education, 2025
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Every child achieving and thriving: Attendance • How do we ensure that all children have strong attendance during transitions from primary to secondary school? (See also ‘Every child achieving and thriving’ on transitions) Department for Education, 2025
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